Conceptions of Giftedness in a Global, Modern World: Where are We at in Aotearoa New Zealand, 2012?

Abstract

Conceptions of giftedness have undergone several paradigm shifts in recent decades. Giftedness in the New Zealand context has been influenced by these shifts and consequently there are implications for educators in New Zealand. Conceptual understandings influence the pedagogical decisions made about gifted education as a whole and it is thus important for educators to be confident in their understanding of the conceptions that guide programmes and policy in their own school or centre. This paper reviews some of the current debates around the concept of giftedness and talent and relates these trends to concepts described in the New Zealand based literature of the last decade. The lack of common conceptualisations of giftedness in New Zealand is questioned with a recommendation that teachers are helped to become more knowledgeable about current conceptualisations which in turn may provide them with a sounder framework for underpinning pedagogical decisions.

"If you talk, you are just talking. If I talk is that bragging?" Perspectives of Parents with Young Gifted Children in New Zealand.

“…Tall Poppy Syndrome espouses the benefits of egalitarian approaches and rejects giftedness, considering that it unfairly gives special privileges to some children (Henshon, 2007;Moltzen, 2004;Silverman, 2000;Porter, 2008). This discourse results in confusion for families who experience confusing or negative experiences and outcomes for their gifted children as a result of the children being "cut down to size", held back, ignored because they are ahead of their peers and it is thus assumed they need no support, negatively reacted to or, misunderstood, ignored or forgotten (Bicknell, 2006;Cathcart, 1994;Margrain, 2005Margrain, , 2010Moltzen, 2004;Radue, 2009;Tapper, 2012).…”

How Are the Gifted? Point of View of University Students

“…The conception of giftedness is a sociocultural phenomenon (Tapper, 2012) that can change with time and place and, whatever its nature, intervenes in the acceptance or social rejection of the gifted and their abilities. Therefore, conceptions of giftedness need to be studied in each particular environment.…”

¿Qué piensan los profesores sobre los niños con talento académico? Una aproximación a las concepciones de profesores de segundo ciclo de educación básica en Chile

“…A partir del discurso de los profesores se puede inferir que estos conceptualizan el talento académico dentro de una visión contemporánea en la que se le reconoce como producto de factores personales y de condiciones ambientales y no solamente como producto de una habilidad excepcionalmente alta (Kaufman & Sternberg, 2008). Este primer hallazgo en la misma línea de los reportados por Chan & Yuen (2015) y Olthouse (2014) -y a diferencia de los reportados por Flanagan & Arancibia (2005) -, muestra una conceptualización del talento más inclusiva y menos tradicional (Tapper, 2012) producto de otras características -motivación, compromiso con sus intereses, rapidez en el aprendizaje-más allá de un componente innato.…”

“…Estas iniciativas se enfocan en un grupo particular de niños con talento académico sin considerar concepciones más contemporáneas (Tapper, 2012), como aquellas que enmarcan el talento como una propiedad emergente de factores personales tanto como de condiciones ambientales (Kaufman & Sternberg, 2008). Si nos posicionamos en esta última, es muy probable que al aula regular asistan niños con talento que al no acceder a los programas de enriquecimiento existentes, y al no ser visibilizados por el sistema escolar, su talento no se promueve ni desarrolla.…”